Suit My Heart: Staging Foster Youth Narratives that Hit Home

While devising Suit My Heart, I relied upon my training in the ‘three A’s’ of performance studies conceived by my late mentor Dwight Conquergood as “artistry, analysis and activism” (2002: 152). With these ‘three A’s’ in mind, I set out to facilitate a devising process and create an artistic product that would positively serve all communities involved. The quality of the project would be determined not only by the efficacy of the play that we produced in the end, but by the personal growth of my students and the empowerment of our community partners throughout the process. Discovering the reach of my authority and breaking open my own painful family history in order to grow as a Teaching Artist were not original goals for this project, but turned out to be necessary developments

World Theatre

When approaching the topic of world theatre, it is necessary to first dispel some popular myths about theatre forms that are outside the traditional Western theatre aesthetic or canon. For the purposes of this chapter, selected examples of world theatre, including theatre of the Western world, are explored. However, there is a focus on the historical trajectory of traditional performance forms of non-Western countries. With the exception of efforts to preserve these traditional forms, it is important to note that “world” theatre is not code for static performance that resists evolution. Nor is world theatre “primitive” or simple. In this postmodern globalized age, performance that is “authentic” to its origins or home culture is less common than hybridized forms. Performance and theatre forms around the world continue to evolve to remain relevant. With the prevalence of intercultural exchange, theatre practitioners must approach their craft with cultural sensitivity and integrity, honoring difference and creating dialogue rather than falling into the traps of easy appropriation and exploitation. Armed with knowledge, the theatre and its audiences are only inspired to understand the human experience, wherever that experience may unfold on our planet

Educating the Whole Person: Materials from Our Mini Course

In this document, the instructors provide their own reflections on the course as well as teaching activities and student reflections

Mapping Reality: An Introduction to Theatre

This book seeks to give insight into the people and processes that create theatre. Like any other world—be it horse racing, fashion, or politics—understanding its complexities helps you appreciate it on a deeper plane. The intent of this book is not to strip away the feeling of magic that can happen in the presence of theatre but to add an element of wonder for the artistry that makes it work. At the same time, you can better understand how theatre seeks to reveal truths about the human condition; explores issues of ethics, gender, ethnicity, class, sexuality, and spirituality; and exists as a representation of the culture at large

A Transdisciplinary Collaboration and Innovation Education Model and Experience

As the interconnectedness of the world grows, the need to prepare college students capable of addressing complexity likewise grows. In this context, the University of Dayton has developed and tested a transdisciplinary model for education. This model links multiple classes from different disciplines via a common theme and within a common space. It also employs an educational model premised on the following trajectory: disciplinary content development / transdisciplinary observation (empathy); transdisciplinary disruption leading to “A-Ha” observations which transform the disciplinary directions; and lastly transdisciplinary informed design and research. Central to this model is a 3,500 square foot common space used only by the classes participating in the experience. In this space classes share their reflections and content with other classes via both personal linkages and analog communications. The other classes respond to these from their disciplinary and personal perspectives. Thirteen classes, fourteen faculty, and over three-hundred students participated in a themed experience centered on the addiction crisis in Dayton, Ohio. Participants included faculty in applied creativity, engineering, health and sport science, education, theater, and religious studies. Also serving as co-teacher were community stakeholders. Assessment of the experience revealed variable student takeaways. Most prominent among these was student recognition that the experience had expanded their perspectives of the other disciplines. Most suggested that it had improved their ability to collaborate in a transdisciplinary environment and that it had significantly impacted their career aspirations. Fewer acknowledged the experience had improved their ability to create

The Year One Book: GEMnasium (A Transdisciplinary Test Lab for Social Change)

Through an experimental process that is mutually beneficial to community partners, more opportunities for undergraduate research and experiential learning are cultivated. The GEMnasium accomplished this through active efforts of teaching, researching and partnering with the core ethos of the University in mind: Learn: Teaching - Prepare servant-leaders through comprehensive academic and residential curricula and extraordinary experiential learning opportunities. Lead: Researching - Perform research that leads to deeper understanding, addresses critical issues, and supports economic growth. Serve: Partnering - Engage in mutually beneficial partnerships to strengthen our communities in Dayton and around the world. In doing so, faculty and staff prototyped a social innovation approach and curriculum through a radical new integrated student experience while developing shared scholarship of research “stacks” across the University of Dayton and inter-institutional partners for greater humanity impact. This integrated learning community was driven by cross-university “transdisciplinary faculties” that encouraged a fail fast, fail forward mindset surrounding humanity-centered growth. The participating educators and students focused on a unified grand challenge, contributing their own knowledge and expertise toward a collective effort

2017: Michelle Hayford, Milestone Book Selection

Promotion to the rank of Associate Professor, Department of Communication (theater program)https://ecommons.udayton.edu/svc_milestone/1001/thumbnail.jp

Performing Arts as High-Impact Practice

Looks to expand the emphasis on STEM education to STEAM (science, technology, engineering, arts, mathematics) education and the role of creativity for all majors. Explores how the performing arts contribute to high-impact practice and recommends the implementation of best practices in the role of the performing arts in liberal education. Case studies provide a road map for educators to leverage the performing arts in higher education classrooms, increasing performing arts participation in general education

Predictors of HIV Molecular Cluster Membership and Implications for Partner Services

Public health surveillance data used in HIV molecular cluster analyses lack contextual information that is available from partner services (PS) data. Integrating these data sources in retrospective analyses can enrich understanding of the risk profile of people in clusters. In this study, HIV molecular clusters were identified and matched to information on partners and other information gleaned at the time of diagnosis, including coinfection with syphilis. We aimed to produce a more complete understanding of molecular cluster membership in Houston, Texas, a city ranking ninth nationally in rate of new HIV diagnoses that may benefit from retrospective matched analyses between molecular and PS data to inform future intervention. Data from PS were matched to molecular HIV records of people newly diagnosed from 2012 to 2018. By conducting analyses in HIV-TRACE (TRAnsmission Cluster Engine) using viral genetic sequences, molecular clusters were detected. Multivariable logistic regression models were used to estimate the association between molecular cluster membership and completion of a PS interview, number of named partners, and syphilis coinfection. Using data from 4,035 people who had a viral genetic sequence and matched PS records, molecular cluster membership was not significantly associated with completion of a PS interview. Among those with sequences who completed a PS interview (n = 3,869), 45.3% (n = 1,753) clustered. Molecular cluster membership was significantly associated with naming 1 or 3+ partners compared with not naming any partners [adjusted odds ratio, aOR: 1.27 (95% confidence interval, CI: 1.08-1.50), p = .003 and aOR: 1.38 (95% CI: 1.06-1.81), p = .02]. Alone, coinfection with syphilis was not significantly associated with molecular cluster membership. Syphilis coinfection was associated with molecular cluster membership when coupled with incarceration [aOR: 1.91 (95% CI: 1.08-3.38), p = .03], a risk for treatment interruption. Enhanced intervention among those with similar profiles, such as people coinfected with other risks, may be warranted